The browser you are using is not supported by this website. All versions of Internet Explorer are no longer supported, either by us or Microsoft (read more here:

Please use a modern browser to fully experience our website, such as the newest versions of Edge, Chrome, Firefox or Safari etc.

”Hjärtat slår och det känns som dom håller på att dö eller svimma” : en kvalitativ studie av hur lärare kan arbeta med talrädsla vid muntliga framställningar i svenskämnet i gymnasieskolan

”The heart beats and it feels like they are dying or fainting” : a qualitative study of how teachers can work with language anxiety in oral presentations in the Swedish subject at upper secondary school


  • Michelle Wandegren
  • Zenita Stokland

Summary, in English

In this study, language anxiety is in focus. Language anxiety is studied with the subject of rhetoric as a basis, and the study is based on the Swedish upper secondary school. The aim of the study is to produce a solid material for how Swedish teachers at upper secondary school can work with students with language anxiety. In order to achieve this purpose, a literature study is carried out, in which handbooks dealing with the area language anxiety are used. The handbooks contain tips on working methods and exercises to use when working with language anxiety. Interviews are also used in the study, with eight school teachers in the subject Swedish at upper secondary school. The teachers answer questions about how they work with oral presentations and also give concrete tips on exercises to use in the work with language anxiety. The literature study, together with the interviews with teachers in the subject Swedish at upper secondary school, will be the basis of the result of the study. The result is divided into working methods to use before, during and after oral presentation. It is mainly shown that there are many concrete methods and exercises to use before oral presentation. A major focus area is to gradually prepare the students and expose them to their fear. During oral presentation it is important to be a good listener because the student presenting must feel heard in a positive way, but also because the listeners must be able to find good examples to put in their copia. The work after a oral presentation turns out to be unilateral about feedback with a focus on the positive. In the final part of the study, a discussion is conducted where some working methods are compared to each other. We also present a table that stands for our solid material for how it is possible to work with language anxiety at upper secondary school.

Publishing year




Document type

Student publication for Master's degree (two years)


  • Languages and Literatures


  • talrädsla
  • talängslan
  • retorik
  • muntlig framställning
  • svenska språket
  • gymnasieskolan
  • svenskundervisning
  • language anxiety
  • rhetoric
  • presentation
  • Swedish language
  • upper secondary school


  • Anders Sigrell (Prof.)